Gifted Teacher - District

Gifted Teacher
- District

Pointe Coupee Parish SD PCPSB
- New Roads, Louisiana. Open in Google Maps.

Job : 5794137

Final date to receive applications: Jul 03, 2026 11:59 PM (Central Standard Time)

Posted: Jun 22, 2026 5:00 AM (UTC)

Starting Date: Aug 4, 2026

Position Type: Full-Time

Salary: $48,442 to $62,319 Per Year

POINTE COUPEE PARISH SCHOOL BOARD

JOB DESCRIPTION

TITLE: Teacher

QUALIFICATIONS: Meets requirements as outlined in Louisiana Bulletin 746 (Louisiana Standards of State Certification of School Personnel)

REPORTS TO: Principal and/or his/her designee

SALARY: As designated on Teacher Salary Schedule

SUPERVISES: Non-Applicable

TERMS OF EMPLOYMENT: 9 months

JOB GOAL:

The teacher shall be responsible for the effective management of the class/classes and/or programs to which he/she is assigned. The teacher shall implement an educational program responsive to student needs according to the state and local policy.

• Learning objectives and state content standards are communicated.
• Objectives and expectations are aligned to the depth and rigor of the standards; lesson content is aligned to the standards and objectives.
• Sub-objectives are aligned to the lesson’s major objective.
• Learning objectives are connected to what students have previously learned.
• Expectations for student performance are clear.
• State standards/lesson objectives are displayed.
• There is evidence that students are progressing or demonstrating mastery of the objective(s).
• The teacher organizes the content, including curriculum resources, so that it is personally meaningful and relevant to students.
• The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
• The teacher regularly reinforces and rewards effort.
• Presentation of content consistently includes: visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; examples, illustrations, analogies, and labels for new concepts and ideas; modeling by the teacher to demonstrate his or her performance expectations; criteria that clarifies how students can be successful; concise communication; logical sequencing and segmenting;
  
  all essential information; and no irrelevant, confusing, or nonessential information.
• The lesson starts promptly.
• The lesson’s structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding.
• Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
• Routines for distributing materials are efficient.
• Little instructional time is lost during transitions.
• Activities and materials include a majority of the following:
• Content: support the lesson objectives; are challenging; elicit a variety of thinking; provide time for reflection; are relevant to students’ lives.
• Student-centered: sustain students’ attention; provide opportunities for student-to-student interaction; evoke student curiosity and suspense; provide students with choices.
• Multiple materials: incorporate multimedia and technology; incorporate additional standards‑based resources where appropriate to support individual and whole group understanding (e.g., teacher-made materials, manipulatives, resources from museums, cultural centers, etc.).
• Teacher questions are varied and high‑quality, providing an appropriate mix of question types based on content: knowledge and comprehension; application and analysis; creation and evaluation.
• Questions are purposeful and coherent.
• The frequency of questions engages students in critical thinking.
• Questions are sequenced with attention to the instructional goals.
• Wait time (3‑5 seconds) is provided.
• Questions require active responses (e.g., whole‑class signaling, choral responses, or group and individual answers).
• The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.
• Oral and written feedback is academically focused, frequent, and high quality.
• Feedback is given during guided practice and review of independent…